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ERIC Number: EJ1170689
Record Type: Journal
Publication Date: 2018
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1081-3004
Expanding Argument Instruction: Incorporating Multimodality and Digital Tools
Howell, Emily
Journal of Adolescent & Adult Literacy, v61 n5 p533-542 Mar-Apr 2018
The researcher conducted a formative experiment in a ninth- and a 10th-grade English classroom to observe a multiliteracies-based intervention implemented to improve high school students' arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are also creations of social practice that incorporate the multimodality that digital tools afford. The author discusses three assertions regarding multimodality, social practice and digital tools, and transfer in relation to expanding argument instruction.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A